Recursos audiovisuais aplicados à educação: um olhar atualizador sobre a (re)leitura

Abstract

The contemporaneity has been permeated by rereading of literary works adapted for the cinema, theater, games, music, comics, as well as other supports, audiovisual or not, besides the physical book. However, this has also been the subject of criticism regarding the use of rereading in the educational environment. Regarding the roles of literature, reading and the reader, one cannot ignore the speed with which changes have taken place in the field of education, with new languages ​​emerging from new technologies, as well as from needs arising from this context reconfiguration and constant updating. media, as well as the process of hybridization of technological resources. All this gives the user greater autonomy in the construction of new accesses, flexibilities and interactions, in short, in the generation of new knowledge to directly influence the educational processes. This reformulation of the set of educational devices, however, requires that pedagogical practices also accompany such changes, in order to promote integration between new resources, publics, professionals and teaching practices, especially in what is the object of this research: practice of (re) reading literary works. Considering, therefore, (re) reading, as a fundamental formative and emancipating component, this research seeks to reflect the use of audiovisual resources. allied to the practice of reading, as well as the analysis of some intersemiotic rereading of the classic literary work Dante Alighieri's The Divine Comedy, and, finally, the presentation of a practical intervention proposal. Therefore, it is configured as an applied research of a qualitative and quantitative nature, using bibliographic data as a collection instrument, followed by a non-empirical interventional methodological proposal.

La contemporaneidad ha estado impregnada por las relecturas y las adaptaciones de obras literarias transpuestas a lenguajes cinematográficos y teatrales, juegos y cómics, así como a los medios y lenguajes audiovisuales distintos del libro físico. Sin embargo, el proceso de adaptación y relectura de obras literarias puede ser criticado cuando se piensa con fines educativos. Pensar en la literatura, la práctica de la lectura y el lector, considerando cambios rápidos en los campos del lenguaje y la tecnología, podría implicar considerar las necesidades que provienen de estos medios y reconfiguraciones del lenguaje y procesos hibridistas de los medios y sus idiomas, característicos de la contemporaneidad. No obstante, esta dinámica exige que las prácticas pedagógicas acompañarla con el fin de promover la integración entre los nuevos recursos, el perfil del alumno y el maestro, y sobre todo, las prácticas de enseñanza. Esta investigación busca reflejar el uso de recursos audiovisuales aliados a la práctica de la lectura, seguido de una propuesta de intervención no aplicada de naturaleza cualitativa.